One of my Kiwi readers…
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In today’s communication you can find:
- There is still time to register for FLANZ Conversation: Talking with Joyce Seitzinger
- JCAL special issue on “Learning analytics in massively multi-user virtual environments and courses” with free access code
- ODLAA Bytes, Vol. 2
- European Distance and E-Learning Network Secretariat 2016 Annual Conference: #EDEN16
With best regards
Joyce Seitzinger’s keynote at the recent DEANZ2016 Conference raised more than a few questions and created considerable discussion. Focussing on learner experience design (LX) Joyce showed us how to pull together online products and services to design an effective and engaging learner experience.
You now have the opportunity to revisit the themes and ideas behind the keynote in an online conversation with Joyce onWednesday May 11 at 12.30 pm (NZST).
After a brief introduction from Joyce, the meeting will be open to all participants to raise issues, ask questions, make comments… and enjoy the chance to discuss designing the learner experience with a leading figure in the area.
There is still time to register.
To join in the conversation you need to register your interest with FLANZ. Simply send an email to: firstname.lastname@example.org and we will then send you the Zoom online meeting address, plus instructions about joining a Zoom meeting.
If you have registered your interest but have not yet received the link to the Zoom online meeting.
Thank you to everyone who registered their interest last week. If you haven’t yet received the link to the Zoom meeting, please email email@example.com
I look forward to joining you in the conversation.
Dr Sarah Stein
President, Flexible Learning Association of New Zealand
JCAL special issue on “Learning analytics in massively multi-user virtual environments and courses” with Free access code –
The special issue of Journal of Computer Assisted Learning (JCAL) on “Learning analytics in massively multi-user virtual environments and courses” has now been published. Wiley has been kind enough to provide an access code that will permit free access to the special issue, along with all other JCAL content, for the remainder of the year—but only for the first 300 users.
The code is: JCALLAK16
If you DO NOT have access to JCAL via your institution’s library, we strongly encourage you to make use of this code, as Wiley will be monitoring its uptake to facilitate future decision-making on whether to make this special issue, along with other selected content, permanently free and open access.
To use the access code, please follow these steps:
1. You will need to register for an account on the Wiley website at http://www.onlinelibrary.wiley.com/user-registration if you have not already done so.
2. Log in to Wiley Online Library (http://onlinelibrary.wiley.com) with your email and password.
3. Once you have logged in, go to the trial access page within your profile at http://www.onlinelibrary.wiley.com/myprofile/trials. Enter the access code in the “Trial Access Code” dialog box, then click “Submit Code.”
4. You should now have access to *all* JCAL content (not just the special issue) until the end of 2016. Enjoy!
The contents of the special issue are included below, for your reference.
*** JCAL SPECIAL ISSUE ON LEARNING ANALYTICS IN MASSIVELY MULTIUSER ONLINE ENVIRONMENTS AND COURSES ***
Learning analytics in massively multi-user virtual environments and courses
M.J.W. Lee, P.A. Kirschner and L. Kester
SPECIAL ISSUE ARTICLES
A MOOC based on blended pedagogy
S. Rayyan, C. Fredericks, K.F. Colvin, A. Liu, R. Teodorescu, A. Barrantes, A. Pawl, D.T. Seaton and D.E. Pritchard
Understanding MOOC students: motivations and behaviours indicative of MOOC completion
B.K. Pursel, L. Zhang, K.W. Jablokow, G.W. Choi and D. Velegol
The role of students’ motivation and participation in predicting performance in a MOOC
P.G. de Barba, G.E. Kennedy and M.D. Ainley
Who are the top contributors in a MOOC? Relating participants’ performance and contributions
C. Alario-Hoyos, P. J. Muñoz-Merino, M. Pérez-Sanagustín, C. Delgado Kloos and H. A. Parada G.
Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study
S.P. Goggins, K.D. Galyen and J.M. Laffey
Towards general models of effective science inquiry in virtual performance assessments
R.S. Baker, J. Clarke-Midura and J. Ocumpaugh
The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges
H. Drachsler and M. Kalz
Mark J.W. Lee, Paul A. Kirschner and Liesbeth Kester
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DEANZ (www.deanz.org.nz) · c/o Kathryn Mac Callum, Eastern Institute of Technology · Private Bag 1201 · Napier, HBMC 4142 · New Zealand